PORTLAND, Ore. (KATU) — Artificial intelligence is quickly becoming part of everyday education, but a new study from Oregon State University is raising concerns about what researchers say could be an unintended side effect: declining critical thinking skills.
Researchers say the issue is not simply students using AI tools. Instead, they warn students may be relying on technology so heavily that they stop fully engaging in the learning process. The discussion comes as schools across the country continue introducing AI into classrooms. Portland Public Schools recently rolled out a new guidebook designed to help teachers and students navigate the rapidly evolving technology.
READ MORE | Families raise concerns after Portland Public Schools roll out AI guidebook
District leaders say the goal is to create flexible guidance that can adapt as AI continues to change. Researchers at Oregon State University wanted to better understand how students interact with generative AI tools and whether heavy dependence could affect cognition and learning habits.
Graduate researcher, Rudrajit Choudhuri and faculty advisor Anita Sarma found that students who rely heavily on AI often begin using it as a replacement for learning rather than as a tool to support it.
Graduate researcher Rudrajit Choudhuri found that students who rely heavily on AI often begin using it as a replacement for learning rather than as a tool to support it. (KATU)
One of the study’s more surprising findings involved students who are especially comfortable with technology.
Researchers found tech-savvy students appeared more likely to experience the negative effects tied to excessive AI dependence, challenging assumptions about what AI literacy should look like.
The study describes the behavior as “cognitive offloading,” where students outsource mental effort to AI instead of working through concepts on their own.
Artificial intelligence is quickly becoming part of everyday education, but a new study from Oregon State University is raising concerns about what researchers say could be an unintended side effect: declining critical thinking skills. (KATU)
Researchers reported significant declines in several areas:
- A 66% decline in reflection
- A 41% drop in critical thinking
- A 21% decline in the perceived need to understand concepts
Researchers say those findings suggest some students increasingly feel less need to understand why something works, if they can quickly get an answer.
Sarma described AI becoming a kind of “cognitive crutch,” where students stop engaging deeply with problems because the technology provides immediate responses.
Anita Sarma described AI becoming a kind of “cognitive crutch,” where students stop engaging deeply with problems because the technology provides immediate responses. (KATU)
Over time, researchers warn that pattern could weaken independent thinking and problem-solving skills.
At the same time, experts acknowledge AI is now deeply integrated into education and daily life, making outright bans unrealistic.
Instead, researchers say schools should focus on teaching students how to use AI responsibly and thoughtfully.
One proposed solution is adding what researchers call “useful friction” into AI tools —features that encourage students to think through problems before receiving answers.
Researchers say education is about more than generating responses. It is also about learning how to analyze information, form hypotheses, solve problems, and think critically.
Experts also encourage parents to talk openly with children about how they use AI for school and everyday life.
Researchers suggest families explore questions together and discuss not only accuracy, but also ethics and responsible use.
The researchers hope their findings will help shape future AI literacy programs and educational policies designed to balance technological advancement with long-term cognitive development.